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Fallah, Zeynab, Ghanizadeh, Afsaneh. (1402). The Contribution of Argumentation to Learning Approach, Inference, and Interpretation: The Case of Seminary Education at the Islamic Propagation Office (IPO). اسلام و مطالعات اجتماعی, 1(4), -. doi: 10.22081/ttais.2024.69992.1037
Zeynab Fallah; Afsaneh Ghanizadeh. "The Contribution of Argumentation to Learning Approach, Inference, and Interpretation: The Case of Seminary Education at the Islamic Propagation Office (IPO)". اسلام و مطالعات اجتماعی, 1, 4, 1402, -. doi: 10.22081/ttais.2024.69992.1037
Fallah, Zeynab, Ghanizadeh, Afsaneh. (1402). 'The Contribution of Argumentation to Learning Approach, Inference, and Interpretation: The Case of Seminary Education at the Islamic Propagation Office (IPO)', اسلام و مطالعات اجتماعی, 1(4), pp. -. doi: 10.22081/ttais.2024.69992.1037
Fallah, Zeynab, Ghanizadeh, Afsaneh. The Contribution of Argumentation to Learning Approach, Inference, and Interpretation: The Case of Seminary Education at the Islamic Propagation Office (IPO). اسلام و مطالعات اجتماعی, 1402; 1(4): -. doi: 10.22081/ttais.2024.69992.1037

The Contribution of Argumentation to Learning Approach, Inference, and Interpretation: The Case of Seminary Education at the Islamic Propagation Office (IPO)

International Journal of Textual and Translation Analysis in Islamic Studies
مقاله 6، دوره 1، شماره 4، دی 2023
نوع مقاله: Original Research
شناسه دیجیتال (DOI): 10.22081/ttais.2024.69992.1037
نویسندگان
Zeynab Fallah1؛ Afsaneh Ghanizadeh* 2
1English department, Imam Reza International University, Mashhad, Iran
2English department, Imam Reza International University
تاریخ دریافت: 06 مرداد 1402،  تاریخ بازنگری: 19 شهریور 1402،  تاریخ پذیرش: 04 مهر 1402 
چکیده
This study examined the impact of argumentation on learning approach and critical thinking (inference and interpretation) in English for specific purposes (ESP) classes among Islamic studies or seminary educations in Mashhad. It was accomplished in two classes of experimental and control, with a population of 12 female students in each class. The data for the project were collected by pretest and posttest of the Critical Thinking Appraisal (CTA) and learning approach questionnaire. The Farsi Version of the Watson-Glaser’s Critical Thinking Appraisal (CTA) was used to measure participants’ inference-making and deduction. Bigg’s Study Process Questionnaire (SPQ) was employed to determine participants’ learning approach. It measures two broad approaches of learning (deep approach and surface approach), with four subscales: surface strategy (SS), surface motive (SM), deep strategy (DS), deep motive (DM). The instruction derived from logical argumentation was the treatment in the experimental group. The results demonstrated the effectiveness of argumentation method in improving participants’ learning approach and critical thinking (inference and interpretation). In particular, the results of independent samples t-test indicated that there was a statistically significant difference between the two groups the degree of their Inference (t = 2.33, p = .03), Interpretation (t = 2.25, p = .03), Deep Approach (t = 2.88, p = .01), and Surface Approach (t = -2.16, p = .04) after the treatment. The findings of this study can be helpful for the teachers of Islamic propagators to improve their students’ learning approach and critical thinking by utilizing argumentative instruction.
کلیدواژه‌ها
argumentative instruction؛ Islamic studies؛ critical thinking؛ deep learning؛ surface learning
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